Researchers have determined that many factors, including school climate, may be contributing to the lack of academic achievement of many of our students. In an effort to better understand this issue, this study tested for possible relationships between the school climate of multiple schools in Palm Beach County, Florida, and their students' academic achievement. Separate analyses were done at the elementary, middle, and high school levels. For the purpose of this study, academic achievement (criterion variable) was measure by the Florida Comprehensive Assessment Test, Math and Reading sections. School climate (predictor variable) was measured by the school district's yearly climate survey. In order to test the study's hypotheses, a linear multiple regression model using SPSS software was run to measure for any relationship between the criterion and predictor variables at the elementary, middle, and high school levels. The relationships of individual predictors with the criterion were tested with correlations and the model including all seven predictors was tested with multiple regressions. / by Thomas Stacy Doyal. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

Huang, Xiaorui. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 84-103). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

published_or_final_version / Education / Master / Master of Education

Thesis (Phd.) - Central University of Technology, Free State, 2008 / This study investigates whether five former Model C schools in Bloemfontein are inclusive of diverse cultures found among their learner population. In apartheid South Africa segregation on the basis of racial and cultural difference was policy. Therefore, post apartheid legislation and policies, coupled with the fact that inclusion is not always understood or welcomed where people are used to segregated systems necessitated this investigation. The study was qualitative in nature and Buskens-Meulenberg’s Free Attitude Interview (FAI) was used as a main source of data collection. Principals of the five former Model C schools that formed part of this study and three university students who are former Model C schools learners were interviewed using open ended questions. It was important to employ the Free Attitude Interview because it meant the interviewees were free to talk about anything they felt like, as long as it was within the framework of the starting question. Secondly, it allowed for reflection on the dominant discourse and also gave a voice to the dominated discourse. To arrive at the findings data was analyzed and interpreted using Fairclough’s Textual Oriented Discourse Analysis (TODA). This method of analysis allowed the researcher to look not only at the text of the interviews but also at their discursive practices. The following findings emerged from the data analysis. The general finding from the data collected from both the principals and students was that these schools expected learners from diverse cultural backgrounds to adapt to the existing ‘school culture’ which is white middle class. The curriculum delivery, staff provisioning, and everything within the schools was found to reflect ‘white middle class culture’. The interviews from both the principals and students indicated that instead of being inclusive of all learners these schools go out of their way to assimilate children from other cultures especially black children. While this is the case it is also clear that the two groups of respondents view this differently. To the white school principals this is an accepted and normal way consciously encouraged and promoted. On the other hand this is a sore point to the black students which led them to feel that they did not belong in these schools and left them with feelings of alienation. I therefore argue that in spite of the rhetoric endorsing equity, redress, justice and respect for difference including cultural diversity, little has changed in terms of educational outcomes. Young black children who go to these former Model C schools still face exclusionary practices despite the fact that these schools have been open to all racial groups and they are physically there. While I have taken care not to generalize from the findings, – since this was never the intention of the study - I nevertheless drew the conclusion that these schools are actually not inclusive of learners from diverse cultural backgrounds. Adhering to the ‘ethos’ of the school and thereby maintaining the status quo seems to be the main objective of the schools (principals). In-fact black learners in these schools continue to experience exclusion and explicit racism. The study concludes that power structures in these schools – management and governance -, curriculum and the way it is delivered and all other activities within the school are used to reinforce domination of the learners from cultural backgrounds other than that of the school. From the findings the study recommend that for these schools to be truly inclusive of learners from diverse cultural backgrounds the Department of Education should take a leading role in ensuring that transformation takes place in these schools and they become inclusive of all learners. For this nation to be a true rainbow nation the Department of Education should not leave the transformation of these schools to the School Management Teams and Governing Bodies. Recommendations on what schools themselves can do to ensure that they accommodate, acknowledge and reflect cultural diversity and as such are inclusive of all learners are also given. Furthermore suggestions for relevant future research, based on the findings are made.

In 1997 a policy of rationalization and educator redeployment was adopted in South Africa to ensure funding equity among the provinces. This research investigates policy implementation with particular reference to the Limpopo Province. A literature review provided an overview of the policy including the determination of excess educators and the establishment of bodies to facilitate redeployment. Problems of implementation and the role of the school principal in this process are discussed. An empirical investigation using a qualitative approach explored the experiences of key stakeholders affected by educator redeployment: a government official, principals, educators who were transferred and educators awaiting redeployment. Participants were selected by judgement sampling and data gathered interviews. Findings illustrated the key role of the Department of Education, the educators' unions and principals; the effect on teachers' motivation; educator stress and the impact on receiving and sending schools. Based on the findings recommendations for practice are made. / Educational Studies / M. Ed. (Education Management)

The historically black and historically white universities in South Africa were shaped by apartheid policies. Within this socio-political context the project started when I, who was a lecturer at a historically black university (HBU), was confronted by violent interactions between lecturers and students, and a perceived passivity on the part of management when lecturers were threatened by students with violence in social and academic settings. Based on socio-historical factors and my personal experiences, I explored the experiences of lecturers at an HBU, i.e. their relationship with students and management, to form an understanding about how the lecturers’ experiences influenced the unconscious dynamic processes of the intergroup transactions between themselves and the students and management. A qualitative research method was chosen because it allowed for the in-depth analysis and interpretation of the lecturers’ experiences in a particular HBU. Hermeneutic phenomenology, using the systems psychodynamic perspective, allowed for the description and interpretation of the lecturers’ experiences. Data collection entailed hermeneutic conversations with the nine lecturers from an HBU. In the analysis, interpretation and reporting of the findings, the interpretive stance proposed by Shapiro and Carr (1991) was used. This analysis and interpretation entailed a collaborative dimension – the analysed data was sent to the lecturers to ascertain whether the analysis was a reflection of their experiences, as well as to experts in the systems psychodynamic perspective to ascertain whether the interpretations were plausible. The relationship between students, lecturers and management was contradictory, because it was marked by hope for an effective working relationship and by continuing conflict and violence – resulting in the (k)not of relationship based on the (k)not of achievement apparent in the lecturers’ relationship with students, and the (k)not of performance evident in their relationship with management. The intergroup transactions between students, lecturers and management were marked by a reign of terror as threats of violence, or actual physical violence, were directed at lecturers by students with little or no intervention by management. By integrating the findings with systems psychodynamic literature, several working hypotheses and two research hypotheses regarding the (k)not of relationship between the three stakeholders were generated. / Psychology / D.Litt. et Phil. (Psychology)

Several empirical studies have concluded that gender equality is a crucial ingredient for development. Gendered higher education institutions play an important role in this respect. The research problem that this dissertation sought to address was whether Addis Ababa and Unity Universities have mainstreamed gender throughout their systems in order to contribute towards gender equality and women empowerment in Ethiopia. The research employed various data collection methodologies and processed primary and secondary data sources using qualitative and quantitative data analysis techniques. The key finding is that gender has not been integrated into the policies and practices of both Universities in any significant way. The study concludes that the Universities have an inadequate institutional framework and commitment to mainstream gender. Moreover, they lack gender analytical capacity, enforcement mechanisms for accountability, and have not forged strategic partnerships with development partners. / Educational Studies / M.A. (Development Studies)

Summaries in Afrikaans and English / In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek. Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook ondersoek. Die opvoedkundiges is onder meer: • Plato (427-347 vC) • Marcus Fabius Quintilianus (35-100 nC) • Aurelius Augustinus (354-430 nC) • Desiderius Erasmus (1466-1536 nC) • Johan Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori ( 1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke) tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en uitgebou is. Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme van demokratiese wesenskenmerke en aanbevelings met betrekking tot die kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak. / In this study the origin and development of democracy in education through the ages is traced in terms of a historico-educational examination of the ideas and practices of about ten educationists. The new outcomes-based education and learning approach in South Africa is also examined. The educationists are inter alia: • Plato (427-347 BC) • Marcus Fabius Quintilian (35-100 AD) • Aurelius Augustine (354-430 AD) • Desiderius Erasmus (1466-1536 AD) • John Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori (1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) It was found that democracy in educational theory and practice was addressed, established and developed since ancient times (the ancient Greeks) right up to the present. Finally, the educational philosophy and practices of these educationists as well as the outcomes-based educational approach in South Africa are examined in terms of their essential democratic features and recommendations are made regarding the present education system in South Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Austria's aim to provide equitable education to its citizens is an ongoing process. In 1747 a decree opened schools to all children. From 1891 to 1941 schooling was compulsory for children between 6 and 14. In 1955 the Austrian Constitution guaranteed Austrian minority groups equal access to education. In 1966 and 1976 legislation further guaranteed minority groups' right to be taught in their home language subject to certain provisos. Currently minority groups are supposed to be taught in their horne language for the frrst three years of school and school is compulsory for nine years. This study wished to establish whether minority groups are, in fact, provided with education as provided for by law, and examined the situation in the United States of America, the United Kingdom and Canada as well. If Austria is successful, Zimbabwe or South Africa could adapt her policies in their educational situation. / Educational Leadership and Management / M Ed. (Educational Management)

South African universities have embarked upon a wide range of initiatives to foster and acclimatise to new social development needs of the society. A significant area of change involved implementation of employment equity. This study investigated the manner in which universities manage employment equity.The composition of staff in higher education institutions fails to reflect the demographic realities of South Africa.As a result, black people and women are still severely under-represented, especially in senior academic management positions. Universities are slowly, but steadily redirecting their student bodies and staff to reflect the demographics of South African society applying fragmented effort and piecemeal approach. The “as is” statistical reports obtained from the Department of Labour were used to substantiate the progress being made in the selected universities. Quantitative research methods were employed to collect data. University of Pretoria, University of Witwatersrand, and Free State University were selected as the population and the academic managers (Heads of Departments, Directors of Schools, and Deans of Faculties) as the sample of the study. The study finds that white males still dominate in the universities and white females are adequately represented, particularly in the professional and academic categories. The academic managers responded less positively on retention strategies for academic staff, especially for the designated groups and the functionality of employment equity awareness campaigns. The study also outlined the success of employment equity factors that the academic managers indicated, such as their loyalties to the institutions, prospects of career development, and collegial relations. The study recommended proficient leadership to drive the employment equity process, development of employment equity strategy with reasonable goals, diversity management, retention strategy, and vigorous employment equity awareness. / Educational Leadership and Management / D. Ed. (Education Management)